LETRS UNIT 1 - SESSION 1- 8 QUESTIONS WITH VERIFIED ANSWERS 2023-2024, Exams of Nursing

Download LETRS UNIT 1 - SESSION 1- 8 QUESTIONS WITH VERIFIED ANSWERS 2023-2024 and more Exams Nursing in PDF only on Docsity! LETRS Unit 1 - Session 1 Phonics Correct Answer: relationship between letters and sounds. Code based instruction. Phonemic Awareness Correct Answer: awareness of individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds. Alphabetic Writing is less than years old. Correct Answer: 5,000 90% of all spoken languages have no Correct Answer: written form, let alone an alphabet that represents the separate sounds of speech. Syllable Correct Answer: the unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel. Egyptians invented the first alphabet in Correct Answer: 2,000 BCE LETRS UNIT 1 - SESSION 1- 8 QUESTIONS WITH VERIFIED ANSWERS 2023-2024 Phoenician alphabet was developed in and was the granfather of our alphabet 19 of 26 letters can be traced. Correct Answer: 1,000 BCE Modern American English spelling was settled in 1828 with Correct Answer: Webster's Dictionary Orthograpy Correct Answer: a writing system for representing language Morphonphonemic Correct Answer: alphabetic writing principle organized by both sound-symbol correspondences and morphology. Morpheme Correct Answer: the smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must Correct Answer: mentally link the alphabetic symbols with the single speech sounds or phonemes that they represent. All alphabets require Correct Answer: speech sound (phoneme) awareness by the reader. Shallow or Transparent Alphabetic Orthography Correct Answer: correspondences in the alphabetic writing system are regular and predictable. One sound represented by one symbol or letter. Phonology Correct Answer: phonemes or speech sounds of language Orthography Correct Answer: writing system that represents language Morphology Correct Answer: study of meaningful units in words Semantics Correct Answer: the study of word and phrase meaning Syntax Correct Answer: rules governing words in sentence Discourse Correct Answer: conventions used to organize spoken/written language Pragmatics Correct Answer: rules using language, gestures, social context Unit 1 - Session 3 We do not over print when we read. Correct Answer: skip The eyes rest for about seconds on a content word. Correct Answer: .25 The eyes take in a span of letters to the right of fixation and 3-4 letters to the left before jumping to the next point. Correct Answer: 7-9 is the mental process used to store words for immediate and effortless retrieval. Correct Answer: Orthographic Mapping Orthographic Mapping requires awareness, - knowlege and sight word learning. Correct Answer: phonemic, letter-sound Printed word recognition depends on , orthographic mapping. Correct Answer: fast, accurate Four areas of the brain involved in reading are... Correct Answer: Frontal, Parietal, Temporal and Occipital Phonological Processing of pronunciation and articulation occur in the portion of the brain. Correct Answer: Frontal Phonological Processing of phoneme analysis and phoneme-grapheme association occur in the portion of the brain Correct Answer: Temporal Orthographic Processing of the Visual Word "Letterbox" occurs in the portion of the brain. Correct Answer: Occipital The is at the junction of the parietal, occipital, and temporal lobes. This area is critical for mapping phonemes to graphemes. Correct Answer: planum temporale The Temporal lobe is responsbile for Correct Answer: language comprehension The - Processing Model reminds us that instruction should aim to educate all of the processing systems and enable them to work together. Correct Answer: Four - Part The name of the mental dictionary in every person's phonological processing system. Correct Answer: Lexicon Phonological Processing System Correct Answer: Organizes and identifies phonemes, speech sounds, compare similar words, lexicon and taking apart sounds in a word. Orthographic Processing System Correct Answer: Stores information about print that increases the efficiency of word recognition and spelling. Perfetti's lexical quality hypothesis - the better a reader knows all aspects of a word's and the more quickly he/she can recognize the word in speech and print. Correct Answer: form and meaning /swǐh/ /sw/ Correct Answer: /s/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ Correct Answer: /ǐtch/ What is the vowel sound in "switch"? Choose your response. /ē/ /ī/ /ə/ /ĭ/ Correct Answer: /ĭ/ During reading, our eyes process each word letter by letter. true false Correct Answer: true How many letters does the eye normally take in at each fixation point before moving on to the next fixation point? a. five letters total b. however many letters are in each word c. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left Correct Answer: c. 7-9 to the right and 3-4 to the left The Four-Part Processing Model helps us understand . a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word recognition to occur c. how multiple parts of the brain must work together in order for language comprehension to occur d. that reading comprehension is the product of word recognition and language comprehension Correct Answer: b. how multiple parts of the brain must work together in order for word recognition to occur The area known as the visual word form area or "brain's letterbox" is located in the lobe and is essential to the processor. a. frontal; phonological b. occipital; orthographic c. temporal; meaning d. parietal; orthographic Correct Answer: b. occipital; orthographic What are some symptoms of children who have trouble with phonological processing? Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-meaning words c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words Correct Answer: a. slow to blend sounds in words together c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words LETRS Unit 1 Session 4 Processing systems responsible for word recognition Correct Answer: Phonological and orthographic processing systems Processing systems responsible for language comprehension Correct Answer: Meaning and context processing systems Automaticity Correct Answer: The ability to read quickly and accurately without conscious effort Three Cueing Systems Model Correct Answer: Model that overemphasizes the usefulness of context, pictures, and word meanings in word recognition (rather than deciding) Both the phonological processor and orthgraphic processor systems are primarily responsible for Correct Answer: word recognition The phonological process is involved in Correct Answer: phonological awareness The orthographic processor stores knowledge of and patterns and helps us recognize these visual representations of spoken language. Correct Answer: letters and letter Sight recognition involves connecting a word to its , which involves the meaning processor and the context processor. Correct Answer: meaning When all four processors are working together smoothly, we develop... Correct Answer: word recognition Unit 1 - Session 5 The learning processe of beginning readers from the reading processes of proficient readers. Correct Answer: differ For a student just learning how to read, the ability to and words accurately is of paramount importance. Correct Answer: decode and read Kindergarten and First grade spend most of their time decoding, until the bank of known words has reached a to several . Correct Answer: thousand to several thousand Passage reading comprehension tests, at this level, almost entirely measure the ability to read words accurately. Correct Answer: single By fourth grade the picture has changed. Learning to read becomes reading to . Correct Answer: learn As students progress, comprehension of text is increasingly accounted for by , background knowledge, and the upper strands of the Reading Rope. Correct Answer: Language Comprehension Foundational skills of word recognition ( , , and ) should be priorities for reading assessment and instruction early in the development. Correct Answer: phonology, letter naming, phonics and word attack Prealphabetic, Early Alphabetic, Later Alphabetic and Consolidated Alphabetic are phases of Word-Reading Development. Correct Answer: Ehri's Incidental visual cue; general concepts of print are part of which of Ehri's phases? Correct Answer: Prealphabetic Letter names and some letters sounds as well as syllable, onset-rime and initial phoneme matching are part of which of Ehri's phases? Correct Answer: Early Alphabetic Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part of which of Ehri's phases? Correct Answer: Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri's phases? Correct Answer: Consolidated Alphabetic Progress in an system occurs only if children learn how letters and sound are connected. Correct Answer: alphabetic - mapping is the matching of phonemes (sounds) in words with the graphemes (letters) that represent them. Correct Answer: Phoneme-grapheme Rote learning of visual features of a word; no - awareness is a characteristic of the Prealphabetic Phase. Correct Answer: letter-sound A child reads unfamiliar words by or memory of text in the Prealphabetic Phase. Correct Answer: context Prealphabetic readers are dependent on context... they read the text. Correct Answer: cannot Prealphabetic students strings letters together and assigns meaning without representing in words. Correct Answer: sounds A child in the early alphabetic phase may words with similar letters (house and horse). Correct Answer: confuse Students at the later alphabetic phase will write fairly complete and phonetic spellings, representing all sounds in shorter words (even if not accurate). The aim is to free up "desk space" for comprehension. Correct Answer: reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map to sound with ease and acquire a large vocabulary by reading and hearing them. Correct Answer: symbols After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonically regular words. Correct Answer: nonsense The majority of students with poor comprehension have underdeveloped skills in phonemic awareness (sound substitution, reversal and deletion). Correct Answer: advanced Expert teaching focuses on . . . Correct Answer: the relevant subskills that enable a child to pass through each phase of reading development successfully and are tailored to the student's strengths and weaknesses across the major components of reading. Until the bank of known words has grown to several thousand, kindergarten and first-grade students will expend most of their mental effort on . . . Correct Answer: decoding. The major subcomponents of reading in the SVR change in relative importance . . . Correct Answer: between grades 1 and 8. The ability to recognize many words by "sight" during fluent reading depends on . . . Correct Answer: phonemic awareness and the ability to map phonemes to graphemes. Alphabetic learning requires progressive differentiation of both . . . Correct Answer: the sounds in words and the letter sequences in print. Phoneme-Grapheme Mapping Correct Answer: The matching of phonemes (sounds) in words with the graphemes (letters) that represent them. Most students require lots of additional practice in second and third grade before they can read . . . Correct Answer: grade level passages with fluency and comprehension and reading has become automatic. Name Ehri's Phases of Word-Reading Development Correct Answer: Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated Alphabetic Prealphabetic Phase Correct Answer: No letter-sound awareness, guessing constrained by context or memory, cannot read text, and strings random letters together Early Alphabetic Phase Correct Answer: Initial sound and salient consonants, constrained by context (gets first sound and guesses), confuses similar- appearing words, represents a few salient sounds (such as beginning and ending consonants), fills in other letters randomly, knows some letter names for sounds Later Alphabetic Phase Correct Answer: Pronunciation of whole words on the bases of complete phoneme-grapheme mapping, full use of sound-letter correspondence, blends all sounds left to right, begins to use analogy to known patterns, rapid reading of whole familiar words is increasing, phonetically accurate spelling, spelling sight word knowledge increasing Consolidated Alphabetic Phase Correct Answer: Reads variously by phonemes, syllabic units, morpheme units, and whole words; sequential and hierarchical decoding, notices familiar parts first, reads by analogy to similar known words, remembers multi-syllabic words, associates word structure with meaning, word knowledge includes language of origin; morphemes; syntactic role; ending rules; prefix, suffix, and root forms Alphabetic Principle Correct Answer: The concept that letters are used to represent individual phonemes in the spoken language; insight into this principle is critical for learning to read and spell Among all English-speaking poor readers, at least 70-80 percent have trouble with accurate and fluent that often (not always) originates with weaknesses in phonological processing. Correct Answer: word recognition is a useful descriptive term for a specific developmental disorder that adversely affects the ability to read and write. It is neuro biological in origin and characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Correct Answer: Dyslexia Three types of reading difficulties and that often overlap but that can be separate and distinct; phonological deficit, orthographic processing deficit and comprehension deficit. Correct Answer: disabilities deficit refers to a prominent and specific weakness in either phonological or naming speed processing. Correct Answer: Single deficit refers to a combination of phonological and naming-speed deficits. Correct Answer: Double Students with neurobiological differences in language and reading processes may also dysgraphia, ADHD, Anxiety, Task Avoidance, Weak impluse control, distractibility, problems with comprehension of spoken language, confusion with math signs and computation. About percent of all studetns with dyslexia also have ADHD. Correct Answer: 30 Dyslexia signs for students include; late talking, slow to learn new words, mixes up pronunciation of words, trouble with difficult speech sounds, does not enjoy looking at print. Correct Answer: Preschool Dyslexia signs for students include; trouble remembering names and recalling, struggles to recall sound , struggles to break simple words into sounds, trouble recognizing common words and does not spell in a predictable way. ' Correct Answer: K/1 Dyslexia signs for students include; the need to sound out common words, struggles decoding, poor speller of common words, reads slowly and lack expression, loses meaning of passage, uses pictures to guess at words and trouble with writing. Correct Answer: 2/3 Dyslexia signs for students who are to reading to learn include; easily overwhelmed, misreads directions, struggles to keep up and poor speller. Correct Answer: transition Dyslexia signs for students in grades include; extra time for oral reading, struggles with out of context common words, poor spelling, appears to have comprehension issues and may avoid reading at all costs. Correct Answer: 4/6 Specific difficulties indicators include; inattention to teacher talk and/or low verbal output, low scores on PPVT, lack of improvement in comprehension for read aloud, inability to distinguish between main idea and details, confusion about meaning, use of pronouns and prepositions and literal interpretations of abstract language. Correct Answer: Language Comprehension Challenges for include; EL's overrepresented among poor readers, sound-symbol correspondences are possible, smaller lexicon, apply SVR model. Correct Answer: English Learners Specific Skills for include; letter naming, alphabet writing, initial sound isolation in spoken words, concepts of print and book handling and vocabulary/oral language. Correct Answer: Prealphabetic Skills Specific Skills for include; rapid automatic letter naming (RAN), blending/segmenting 2-3 phonemes in spoken words, sound-symbol associations with common consonants and short vowels, read simple nonsense syllables with short vowels, phonetic spelling of some of the sounds in words and vocabulary/listening comprehension. Correct Answer: Early Alphabetic Skills Specific Skills for include; timed reading for real and nonsense words, accurate readind of simple sentences and passagew with phonetically controlled text, correct or phonetic spelling of dictated simple words, sound- symbo matching or knowledge of phonic elements and vocabulary; retelling of passages. Correct Answer: Later Alphabetic Skills Specific Skills for include; silent passage reading with comprehension, oral passage reading fluency, maze passage reading and spelling real words. Correct Answer: Consolidated Alphabetic Skills. quickly and they can . Students on the spectrum also fit into this reading profile. Correct Answer: comprehend, accurately, spell, autism English Learners with reading problems often fit the profile of better word reading than . Correct Answer: reading comprehension Phonological deficit Correct Answer: implicating a core problem in the phonological system of oral language Processing speed/orthographic processing deficit Correct Answer: affects speed and accuracy of printed word recognition (also called naming speed problem or fluency problem) Comprehension deficit Correct Answer: often coincides with the first two types of problems, but specifically found in students with social-linguistic disabilities (e.g. autism), vocabulary weaknesses, generalized language learning disorders, and leaning difficulties that affect abstract reasoning and logical thinking; ELs may seem to fit the comprehension deficit profile because they have not mastered English and . Correct Answer: vocabulary, syntax A student with a prominent and specific weakness in either phonological or orthographic (naming-speed) processing, is said to have a deficit in word . Correct Answer: single, recognition A student with a combination of phonological and naming-speed deficits, is said to have a deficit. These students are more common that those with a deficit and are also the most to remediate. Correct Answer: double, single, difficult Possible indicators of specific language comprehension difficulties Correct Answer: inattention to teacher talk, low verbal output, low scores on tests of vocabulary that do not require reading, lack of improvement in comprehension if a reading selection is read to the individual, inability to tell the difference between main ideas and supporting details during listening or reading; confusion about the meanings and uses of pronouns, prepositions, and space/time concepts and human relationships; literal interpretations of abstract language EL's word recognition will be slowed and limited simply because they have fewer English words in their . Correct Answer: phonological lexicons EL's is often slow because they are doing double the work -- they are deciphering English and mentally translating back and forth between English and their in order to make sense of the passage. Correct Answer: oral reading, first language Studies have shown that student's brain activation patterns can be "normalized" if remediation for word-level reading impairments is , , and . Correct Answer: early, intensive, effectively designed LETRS Unit 1 Session 7 Once children are - which happens very early - they do not catch up unless intervention is intensive, timely, and well informed. Correct Answer: behind is a type of assessment that has the following characteristics; all students once per year, tests have time limits, silent and independent reading, passage comprehension, scores are reported as percentiles or NCE and states may develop their own or use National. Correct Answer: Outcome is a type of assessment that has the following characteristics; predict fluent reading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. Correct Answer: Screening is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. Correct Answer: Progress Monitoring is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about student mastery and inform instruction and aspects of treatment. Correct Answer: Diagnostic Survey - tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. Correct Answer: Norm - referenced with questions is a good early indicator of language comprehension. Correct Answer: Read Aloud Valid measure actually measures what was intended is called. .... Correct Answer: construct validity Valid measures that corresponds well to other known measures is called... Correct Answer: concurrent validity Predicts with accuracy how students are likely to perform on an accountability measure is called... Correct Answer: predictive validity Unit 1 - Session 8 Key ideas to the selection and use of assessments; not all poor readers are alike, phase of development will determine focus, assessments should be used as intended and use assessments to make good instructional decisions. Correct Answer: guide The questions to answer with assessments are as follows; who needs help?, what kind of help do they need?, Is the help helping? and If not, what needs to change? Correct Answer: basic Curriculum-Based Measurements are standardized measurements that assess content that students should master by the end of the grade level. Correct Answer: CBM Word study in Kindergarten and First should focus on... Correct Answer: Basic Phonological Awareness Word study in Second and Third grade should focus on... Correct Answer: Advanced Phonemic Awareness Phoneme-Grapheme Correspondences should be focused in the following grades... Correct Answer: Kinder, First and Second Students who should have 300 - 500 sight words at minimum. Correct Answer: First and Second Word Study focus for grades First, Second and Third... Correct Answer: Fluent Recognition of Word Families (Rime Patterns) and Inflectional Morphology Word Study focus for grades Second, Third and Fourth... Correct Answer: Common syllables, Syllabification Word Study focus for grades third, fourth, fifth and sixth... Correct Answer: Derivational Morphology; Anglo-Saxon and Latin Roots, Prefixes, Suffixes Word Study focus for grade fifth, sixth and seventh... Correct Answer: Greek- derived Morphemes Outcome assessments Correct Answer: Outcome assessments assess the overall effectiveness of instruction given to a large student population—for example, all students within a state. These high-stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are often normed, they can show how an individual is doing relative to norms and help in comparing groups. Screening measures Correct Answer: Screening measures help predict which students are at risk for reading failure and how they are likely to perform on outcome assessments by measuring their performance against established benchmarks. Screening measures, such as Acadience® Reading K-6 or AIMSweb®, focus on foundational skills and are administered several times a year in the early grades. Because they are brief, low-cost measures that provide extremely useful information, they are highly efficient. Diagnostic surveys Correct Answer: Diagnostic surveys inform teachers' work with at-risk readers. This category includes informal diagnostics teachers use to assess students' academic knowledge or skills in a particular area (e.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether a student fits the criteria for a specific developmental disorder (e.g., an assessment to determine whether and where a child falls on the autism spectrum). Progress-monitoring tests Correct Answer: Progress-monitoring tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specific targeted skills. Teachers can use them to determine the effectiveness of a given program or approach.